Course Syllabus
Course Syllabus
Course Number and Title:
Kinesiology Majors 126 - Fundamentals of Athletic Training
Section:
2722
Semester:
Fall 2014
Credit Hours:
3 credit hours
Class Location:
AT A214/PEC 113
Class Hours:
Monday & Wednesday 11:10 am – 12:15 pm
Lab Location:
C-1 Building – Athletic Training Clinic
Lab Hours:
Saturday, 1:00 pm – 4:15 pm
Course Dates:
September 3 – December 15
Course Type:
Full Residency
Faculty Information:
Victor Pulido, MS, ATC, CES
Email:
pulidov@wlac.edu (24 hour basis, allow 48 hours to reply).
Office/Mobile #’s:
(310) 287-4456 or (310) 614-5028
Office Location:
C-1 Building – Athletic Training Clinic
Office Hours:
Monday & Wednesday 12:30 pm – 1:30 pm
Welcome to Fundamentals of Athletic Training. In this course we will learn the major
components that are involved in Athletic Training/Sports Medicine. You will know how
to identify a concussion, determine the severity of an injury based on evaluation
findings and understand how the sports medicine team works together to return a
physically active person back to their normal activity level. The knowledge and skills
gained from this course will create lifelong learning tasks that will sooner than later will
be put into good use when the opportunity presents itself.
As an ambassador of West Los Angeles College and the field of Athletic Training, I
encourage all my students to pursue a career in an Allied Health Profession. In this
course, I will try my best to educate every one of you on the trending topics in Sports
Medicine to not only promote this field but to also allow you to gain interest in this area
and possibly consider it as a profession. It all starts with a genuine interest and ends up
with a deep-hearted passion.
Not only will this class allow you to develop your academic progress but it will also allow
you to establish your clinical application that as a result produces learning retention to
its fullest capabilities and this is the unique feature of this course in that you apply what
you learn in the classroom to real patients.
This course if utilized to its full potential will allow you to work side-by-side with team
physicians, develop a network of young motivated students that have similar interests
and aspirations and discover the large spectrum of services that this field has to offer. I
consider myself very approachable and whenever you have the desire to want to go
over something more in depth, I will be more than happy to expand on the topic and
make recommendations on your interests. Remember, I am here to service you in your
educational journey. So sit back, buckle up and enjoy the ride!
Victor Pulido, MS, ATC, CES
Course Description: This course will incorporate a learner-centered approach to the
introduction of athletic training and sports medicine. Collaborative learning, creativity
and hands-on experience will be emphasized. Students will demonstrate how to
combine academic and clinical learning and integrate it into presentations to improve
long-term learning retention.
Learning Objectives (LOs):
Upon completion of this course the student will be able to:
1. List and explain the working relationships of the individuals who comprise the
Sports Medicine Team.
2. Identify sport-specific movements and mechanisms of injury.
3. Understand the concept of flexibility and muscle balance to bring about peak
performance while reducing injury and overtraining.
4. Apply Taping Techniques of the ankle following the principals learned in class
and determine which prophylactic is recommended based on patient needs.
5. Remember the signs & symptoms of a Concussion and management strategies.
6. Identify and discuss the objectives of the Rehabilitation Process depending on
the activity level of the patient.
7. Develop a presentation that follows all the required components, captures the
audience and achieves maximum attention.
8. Develop a list of external and internal factors that affect the motivation of a
patient returning back to normal activity level after injury.
9. Analyze how patients will be provided with treatment based on the severity of
an injury and learn how to establish clear attainable goals.
Prerequisites: None
Grading Criteria:
Assignment
Due Date
Points
Professional
Website
(Individual)
9-15-2014
10 pts
Planes of
Movement
(Group)
9-22-2014
Sports Injury
Prevention Quiz
(Individual)
9-26-2014
Overhead Squat
Assessment
(Individual)
10-06-2014
LO #1
10 pts
LO #2
10 pts
LO #3
10 pts
LO #3
Treatment
Modality
Presentation
(Individual)
10-20-2014
Rehabilitation
Exercise Activity
(Individual)
10-29-2014
Problem-Based
Scenario (Group)
11-05-2014
Taping vs. Bracing
Paper (Individual)
11-09-2014
Taping
Proficiency
(Individual)
11-12-2014
Injury Proposal
(Individual)
11-17-2014
Injury (Group)
Project
11-24-2014
Position
Statement
(Individual)
12-03-2014
Concussion
Assessment
Strategy
(Individual)
12-08-2014
Psychology
Scenario (Group)
12-10-2014
Journal Reflection
(Individual)
12-15-2014
15 pts
LO #9
10 pts
LO #6
20 pts
LO #9
10 pts
LO #4
10 pts See Rubric
LO #4
5 pts
LO #7
25 pts
LO #6,7
10 pts
LO #5
10 pts
LO #5
5 pts
LO #8
20 pts
LO #7
Journal Hours
Lab: (Individual)
45 pts
Point Total
225 pts
Individual Assignments: 53.3 %, Group Projects: 26.7 %, Lab: 20%
Grading Scale:
A- 93-100%
A- - 90-93%
B+- 87-89%
B- 83-86%
B- - 80-82%
C+- 77-79%
C- 73-76%
C- - 70-72%
D+- 67-69%
D- 63-66%
D- - 61-62%
F- <60%
Attendance:
Attendance is mandatory for this class, and each student is responsible for all material covered along
with any changes to the syllabus that are discussed in class. Any foreseeable absences should be
discussed with the professor beforehand. If an emergency arises, telephone or email me before class so
that I have a record of the absence. If I do not receive any prior notification, I will not allow make-ups
for any material missed (ie. group/individual exercises). You are allowed 1 unexcused absence and 3
absences total. More than 3 absences will affect final grade by one (1) letter grade.
Tardiness:
Students are expected to be on time to class. Being tardy 3 times will count as (1) absence.
Materials:
Required Textbook:
Pfeiffer RP, Magnus BC. Concepts of Athletic Training. 6th ed. Jones & Bartlett Learning,
2011.
Additional References:

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www.nata.org
www.nasm.org
http://cse.lmu.edu/departments/healthandhumansciences/athletictraining.htm
http://www.csun.edu/hhd/kin/OLDathletic_training.html
http://cccata.org
http://www.youtube.com/user/TheWildcatATC
Lab Hours: There will be a 3-hour a week laboratory. Students will perform their
laboratory hours in the Athletic Training Clinic. It includes assisting student-athletes
during treatment and rehabilitation as well as helping the Training Staff during Fall
Sporting Events. Instructor will provide the student with the Athletic Training Clinic
operational hours and home events schedule. Students will sign-up for the lab hours
based on their availability and also on a first-come, first-serve basis. Students will
maintain a Journal that they will submit at the conclusion of the semester for validation
of hours and will write a reflection paper based on their experience and present it to the
class. See Week 15.
Timeline
Week 1: September 3 – September 7. The Sports Medicine Team
Instruction: The purpose of this first week is to introduce the class to the injury
prevention and performance enhancement sub-categories and identify a profession of
interest.
Tasks:


Website:
1. www.acsm.org
2. http://explorehealthcareers.org/en/Field/27/Sports_Medicine/eurl.axd/f
cf7f5e6d63ed64f8b870349dad84b8a
3. http://www.worldwidelearn.com/online-education-guide/healthmedical/sports-science-major.htm
Assignment: Students will locate an official website dedicated to the profession
of interest. Website is to be approved by instructor. Students will locate the
mission, vision statement of the organization, number of members of the
organization and responsibilities of professional. Students will share their
findings (optional) to the class.
Due Date: Monday September 15th
Week 2: September 8 – September 14. Planes of Movement
Instruction: The purpose of this week is to have the students identify common
movements involved in athletic participation (i.e. baseball swing, free throw and golf
swing).
Tasks:

Reading: http://www.physicalsolutions.co.uk/articles/Understanding%20Planes%20and%20Axes%20of%20Mo
vement.pdf

Assignment: Students will pick athletic skills and match these skills to one of
three planes of movement. Students will get into groups of two and come up
with at least 2 common athletic movements for each plane of movement and
present in front of the class.
Due Date: Monday September 22nd
Week 3: September 15 – September 21. Sports Injury Prevention
Instruction: The purpose of this week is to introduce the students to strategies involved
in injury prevention and recognition of potential injury malfunctions.
Tasks:
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Readings: Chapter 4: Sports Injury Prevention, Concepts of Athletic Training.
Assignment: Students will take an online quiz based on chapter 4 and will be
submitted to instructor.
Website address: http://health.jbpub.com/concepts/6e/quizzes.aspx?chapter=4
Due Date: Friday September 26th
Week 4: September 22 – September 28. OverHead Squat (OHS) Assessment
Instruction: The purpose of this week is to have the students identify the movement
dysfunctions of a peer while they perform the overhead squat from the anterior, lateral
and posterior view. A hand-out will be given to every student in order to check-off the
movement dysfunctions as they are being identified. Another hand-out will be given
that lists the different group of muscles that involve the movement dysfunction in
regards to overactive and underactive muscles.

Assignment: Students will use the reference hand-out to list the muscles that
were found overactive and underactive based on their findings of their peer.
Due Date: Monday October 6th
Week 5: September 29 – October 5. The Injury Process
Instruction: Students will gain an understanding of the physiological chain of events
that occur when the musculoskeletal system has been affected by trauma and how to
provide treatment.
Tasks:


Reading: Chapter 8: The Injury Process, Concepts of Athletic Training.
Assignment: Students will choose a treatment modality (i.e. ultrasound, ice or
thermotherapy) and give an overview of how the modality works in treating the
injury. Students will also be taken into the college athletic training clinic to test
the modalities and experience hands-on. A rubric will be given to the student
listing requirements for assignment. Students will refer to the textbook and 3
additional references. 1 can be a website and the other 2 Evidence-Based
literature.
Due Date: Monday October 20th
Week 6: October 6 – October 12. Concepts of Rehabilitation
Instruction: The purpose of this week is to introduce the concept of injury
rehabilitation. Students will learn of the different goals desired at each phase of healing
and injury progression. Students will learn how to determine the patient advancement
in order to reach return to play level.
Tasks:

Assignment: Students will be taken to the athletic training clinic on campus
and choose a rehabilitation exercise activity (i.e. plyometrics, isometrics or
balance activities). Students will determine at which phase of healing or
rehabilitation can their exercise be implemented in and demonstrate how it
is performed in class. A hand-out will need to be given to each student and
instructor prior to the presentation. A rubric will provide details on
requirements.
Due Date: Wednesday October 29th
Week 7: October 13 – October 19. Integrating Rehabilitation to Specific Injuries
Instruction: Students will integrate the rehabilitation model explained in class and gain
the ability to develop rehabilitation program. They will pair-up into groups and be given
a Problem-based scenario and determine what will be the short-term and long-term
goals. Instructor will help with establishing a timeline of expected return-to-play.
Tasks:

Assignment: Groups will present for 15 minutes explain the scenario to the class;
1. List short-term goals and long-term goals, 2. Provide an example of an exercise
progression, 3. Include a maintenance activity that is recommend for patient
throughout their career.
Due Date: Wednesday November 5th
Week 8: October 20 – October 26.
Prophylactic Taping and Bracing
Instruction: The purpose of this week is to discuss and determine the effectiveness of
ankle taping versus ankle bracing.
Tasks:


Readings: Lardenoye S, Theunissen E, Cleffken B. et al. The effect of taping
versus semi-rigid bracing on patient outcome and satisfaction in ankle sprains: a
prospective, randomized controlled trial. 2012; 13(1):1-15 (Pubmed.gov).
Assignment: Students will write a paper answering: 1. What are the pros and
cons of ankle taping versus bracing? 2. What considerations would you need to
evaluate to determine which one to use? 3. Which one would you choose based
on the reading if you had to pick one?
Due Date: Monday November 10th
Week 9: October 27 – November 2. Standard Closed-Basket Weave Ankle Tape Job
Instruction: The purpose of this week is to model and allow students to learn hands-on
a standard closed-basket weave tape job.
Tasks:
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
Students will be given a rubric on steps and evaluation methods of tape job.
Students will be recommended to view this video prior to being tested on tape
job: http://www.youtube.com/watch?v=np5aOFjbMbs
Due Date: Wednesday November 12th
Week 10: November 3 – November 9. Group Project on Musculoskeletal Injury
Proposal
Instruction: The purpose of this project is to collaborate as a group and gather all components
of the injury/condition. Every person in the group will be responsible for one component and
present it individually to the front of the class. Each individual in the group will become an
expert in his/her particular part of the group project. The group will choose a person to
introduce the injury/condition and conclude the presentation. The way the project will be
presented will be up to the group (i.e., PowerPoint, hand-outs, demonstrations, class
participation etc.).
Tasks:

Assignment: Students will give the instructor the names of the people in their group and
their assigned component responsible in the project. Students will individually bring in
an article to integrate into the project to be approved by instructor.
Due Date Wednesday November 5th
Week 11: November 10 – November 16. Group Project Presentations
Instruction: The purpose of this week is to begin prior to presentations to demonstrate
previous presentations to the class to help with creativity and allow them to notice the
variety of previous work. A rubric for the presentation will be given to each student so
that they will know how the presentation will be graded and instructor will clarify any
misunderstandings at this point.
Tasks:

Assignment: Students will begin presentations on Wednesday November 19th
and will give the instructor the time/date that they will present their project.
Due Date: Monday November 24th
Week 12: November 17 – November 23. Sports Related Concussion Management
Instruction: The purpose of this week is to recognize the signs and symptoms of a
concussion and management strategies.
Tasks:


Readings: Guskiewicz KM, Bruce SL, Cantu RC, et al. National Athletic Trainers’ Association
Position Statement: Management of Sport-Related Concussion. J Athl Train. 2004; 39(3):280297.
Assignment: Students will read the NATA Position Statement on Concussions by
Kevin M. Guskiewicz and interview an athletic trainer from a list given by
instructor and determine which management strategy is being used by practicing
clinical athletic trainers.
Due Date: Wednesday December 3rd
Week 13: November 24 – November 30. Concussion Management Strategies
Instruction: The purpose of this week is to have the students develop a poster board
where they present an assessment strategy for concussion management (i.e. cranial
nerve assessment or SCAT1,2 or ImPACT). Instructor will provide a rubric on the
requirements of the presentation.
Tasks:

Readings:
1. Guskiewicz KM, Bruce SL, Cantu RC, et al. National Athletic Trainers’ Association
Position Statement: Management of Sport-Related Concussion. J Athl Train. 2004;
39(3):280-297.
2. Scorza KA, Raleigh MF, O’Connor FG. Current concepts in concussion:
evaluation and management. Am Fam Physician. 2012; 85(2):123-132.

3. Collins MW, Iverson GL, Lovell MR, et al. On-field predictors of
neuropsychological and symptom deficit following sports-related
concussion. 2003; 13(4):222-231.
Assignment: Students will choose an assessment strategy and submit it to the
instructor for approval. A hand-out will be required for each student, a class
participation activity and a question/answer moment prior to the conclusion of
the presentation.
Due Date: Monday December 8th
Week 14: December 1 – December 7. The Psychology of Injury
Instruction: The purpose of this week is to have students discuss in peer-to-peer groups
the potential internal and external factors play a role in the motivation of a studentathlete during injury recovery.
Tasks:

Readings: Pfeiffer RP, Mangus BC. Concepts of Athletic Training 6th Edition.
Chapter 5 The Psychology of Injury.
Tasiemski T, Brewer BW. Athletic identity, sport participation, and psychological
adjustment in people with spinal cord injury. Adapt Phys Activ Q. 2011; 28(3):233250.

Assignment: Students will be given a problem-based scenario and determine
which psychological factors may affect the motivation of the injured studentathlete’s recovery. Students will present to the class their problem-based
scenario and list the internal and external factors.
Due Date: Wednesday December 10th
Week 15: December 8 – December 15. Journal Reflection Final
Instruction: The purpose of this final week of class is to have the students identify the
themes from the laboratory journal entries throughout the semester. Instructor will ask
students to analyze the journal and develop 4 major themes. There will be 4 students
per group.

Assignment: Students will turn in their individual journal along with the
collaborative group project paper. Each group will present their findings to the
class the day of finals. Each presentation will be 30 minutes in duration.
Individual journal submission will be done electronic and hard copy. Journal will
require 12 point font, double spaced, and stapled.
Due Date: Monday December 15th
Study Tips:
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
Make note of information repeated more than once by instructor. More than
likely it will reappear on a quiz, paper or presentation requirement.
Take written notes in class and rewrite notes when you get home to improve
clarity of information and allow the brain to remember since it is still fresh on
the mind.
Go over required reading material prior to the beginning of class. This will help
understand the information and prepare you for questions during class.
Course Evaluation
Students will be given a course evaluation at the conclusion of the semester. Instructor
will notify you. A proctor will come in to the class for the allotted time to issue and
collect the evaluations. The instructor will step out of class during this time.
College Policies:
Adding and Dropping Class:
Refer to the WLAC Catalog 2012-2014. Section – Policies: Student & Academic page 47.
Students with disabilities:
The instructor, in conjunction with West Los Angeles College, is committed to upholding and
maintaining all aspects of the federal Americans with Disabilities Act of 1990 (ADA) and Section 504 of
the Rehabilitation Act of 1973. If you are a student with a disability and wish to request
accommodations, please contact the Heldman Learning Resources Center (SSB 320) located on the first
floor of HLRC, or call 310-287-4450 for an appointment. Any information regarding your disability will
remain confidential.
Because many accommodations require early planning, requests for
accommodation should be made as early as possible. Any requests for accommodation will be
reviewed in a timely manner to determine their appropriateness to this setting. You must be
registered with the office of Disabled Students Programs & Services (DSPS) in order for a request and
accommodation.
Plagiarism and cheating:
Any student caught cheating on an exam or laboratory assignment will automatically fail
the course, and may be subject to more severe college discipline. Please refer to the
California Code of Regulations, Section 41301, and Title 5 as found in the college
catalog. Cheating includes sharing of examination content, questions, etc.
Standard Closed-Basket Weave Ankle Tape Job (Rubric)
Points Possible
Points
Earned
Spray Tuff-Skin
1
Heel-n-Lace Pads
1
Pre-Wrap
1
Anchor Strips
1
Stirrups
1
Horse shoes
1
Heel-Locks
1
Figure 8’s
1
Closing Strips
1
Neatness
1
TOTAL
10